1 grade 3 writing assessment informational writing

1

Grade 3 Writing Assessment

Informational Writing

Grade 3 Informational Writing 2

Table of Contents

• Definition of Informational Writing

• Scoring Rubrics

• Model Papers– Writing Assignment

• Practice Papers– Applying the Scoring Rubrics– Scoring Cautions

• Informational Writing Lessons


Defining Informational Writing

Informational Writing: Writing that enhances the reader’s understanding of a topic by instructing, explaining, clarifying, describing, or examining a subject or concept.

Methods:• Provides facts, statistics, descriptive details, comparison,

contrast, analysis, evaluation, definition, humor, and personal anecdotes to convey a perspective on a topic.

• Responses include, but are not limited to, analyzing, clarifying, drawing conclusions, evaluating, making comparisons, making observations, predicting, problem-solving, reflecting


What Informational Writing Is and Is NotAn effective informational composition . . . An effective informational composition is NOT:

Has a consistent focus and point of view Writing about multiple, unrelated ideas

Includes relevant examples, facts, anecdotes, and details

A list of facts, a story, and/or personal anecdotes that do not inform the reader about the topic

Contains an appropriate organizational pattern (introduction, body, conclusion) for the purpose of informing the reader

A response in which ideas are not presented in logical order

Includes sufficient information to explain the topic A brief paragraph containing only a few sentences

Uses a variety of resources and/or personal experience to inform the reader about the topic

A paper that is copied directly from source material

Uses a lively writing voice that captures the reader's interest

Flat, uninteresting writing

Uses descriptive language and grade-appropriate words

An essay that contains imprecise language and little sentence variety

May use a short narrative in the introduction to engage the audience

Writing that consists entirely of a story or the writer’s opinion without informing the reader about the topic

Contains correct sentences, usage, grammar, and spelling that make the writer's ideas understandable

Incorrect sentences, usage, grammar, and spelling that prevent the reader from understanding the writer's ideas


The Informational Sample for the Grade 3 Writing Assessment

• Writing Assignments may be related to all content areas specified in the Grade 3 GPS and may be produced during content area instruction.

• Writing assignments may be related to any type of non-fiction writing whose purpose is to inform or explain a topic to a reader.

• Students should incorporate information from resources (books, on-line sources, etc.) without copying the information verbatim.

• Paraphrasing information and using technical vocabulary from source material is appropriate for the informational assessment sample.– For example, the informational samples collected for this guide on the

topic of minerals may use technical vocabulary such as igneous, metamorphic, or sedimentary rocks.


Informational Rubrics


Conventions Rubric


Three Levels of Development

Does Not Meet the Standard in IdeasHi my name is JR. I will like to tell you about quartz. They look they feel soft and some are kind of rough. The loctain is in Goirge an other place. They uses for window glass wactchs.

Meets the Standard in IdeasI think quartz is a very interesting mineral for several reasons. It is one of the hardest minerals. It is a 7 hardness. You can find quartz in grey, white, purple, brown and pink. Did you know that quartz can be found in rocks all over the world? It’s the most common mineral and is also found in Georgia. Quartz can be changed by water, wind, and fire. One thing I did not know is that quartz it is used to make windows, glass, lens, for eyeglasses and even clocks. Some people even use it to make paint!


Three Levels of Development

Exceeds the Standard in IdeasImagine you are climbing Georgia’s mountains. You find a

big rock. Then you hit it with a hammer. Ta da! Something shiny and sparkly is in it. That is a quartz. It is one of the hardest minerals. It is so hard it can scratch other minerals. It’s a number 7 on the Moh’s hardness scale so it can scratch one through six.

The color shape and size of quartz can be different. You can find quartz in grey, white, purple, brown and pink. Purple quartz is called amethyst. Quartz is found worldwide. It is the most common mineral on the face of the earth. You can find quartz at the beach. Yep, that’s right, quartz is in sand.

Quartz changes by weathering. It doesn’t break down easy though. Unlike many minerals it doesn’t expand when it is heated or crack when it is cooled. One thing I did not know is that quartz it is used to make windows, glass, lenses for eyeglasses and even clocks. Now that I know so much about quartz I feel like a geologist.


Model Papers

Informational Papers with Score Point Annotations


The sample papers in this section were written in response to this assignment. Student names have been removed for purposes of privacy.

Students will select one of Georgia’s state gems or minerals (quartz, amethyst, etc.) or a mineral that is native to their region. They will use various internet and nonfiction resources to gather information and write a report about their mineral or gem. Their reports will include: where the mineral is found, a description of its physical attributes, and its uses.

Informational Writing Assignment


Informational Paper 1


Annotations for Informational Paper 1

Ideas: Does Not Meet StandardThere is minimal evidence of focus because all the information included in the paper is relevant to the topic of the mineral quartz. However, there is not enough information overall in this response to explain the topic. The three sentences are not enough to establish a purpose or point of view.

Organization: Does Not Meet StandardThere is little evidence of an overall organizational pattern. There is an opening question, but the remaining two sentences could be rearranged without affecting the writer’s meaning. There is no conclusion and very little in the way of a body, so it is not possible to determine competence in grouping of ideas. There is no evidence of transitions. The three sentences are not sufficient to establish an organizational plan.

Style: Does Not Meet StandardWord choice is simple and repetitive (“Did you know,” “did you know”). Although the writer lists four colors of quartz (pink, purple, black, and brown), there is little use of descriptive language or sensory details. The writer’s “Did you know” questions are evidence that the writer is aware of the reader, but overall, this response is so brief that there is insufficient evidence of competence in Style.

Conventions: Does Not Meet StandardThere are only three sentences, none of which are correct. There are mistakes in subject/verb agreement (“come” for “comes,”) and noun forms ( “size” for “sizes,” “shape” for “shapes”). Some words at the beginnings of sentences are not capitalized. There are frequent spelling errors in simple words (“coloers,” “blak,” “fine,” “peple,” “yous”). The apostrophe in “thing’s” is unnecessary. Even if the writer had not made any errors in conventions, this paper is too brief to demonstrate competence in Conventions.


InformationalPaper 2



Ideas: Does Not Meet StandardThere is minimal evidence of focus because all the information included in the paper is relevant to the topic of the mineral quartz. However, there is not enough information overall in this brief response to explain the topic. There is no evidence of use of source materials. The two sentences do not establish a purpose or point of view.

Organization: Does Not Meet StandardEvidence of an organizational pattern is limited by the brevity of this paper. The writer may have been trying to use a question/answer format, but two sentences are not enough to establish a pattern. There are no transitions, and not enough ideas to determine competence in grouping related ideas.

Style: Does Not Meet StandardThe word choice is simple and repetitive. The writer attempts to include some sensory details (“they look like they’re wiggling,” “so so small”) about quartz. The questions posed to the reader are evidence of some awareness of the reader/audience. Overall, a paper this brief does not contain enough instances of the components to determine competence in Style.

Conventions: Does Not Meet StandardThere are only two sentences, a long run-on and one correct sentence. Frequent and severe spelling errors of common words distract the reader (nearly half of the words in this paper are misspelled). It is difficult to determine competence in usage because of the spelling errors, but it appears that there are severe errors in forming subjects and verbs. The writer does not demonstrate competence in any of the components of conventions.



Ideas: Does Not Meet StandardThere is minimal evidence of focus because all the information included in the paper is relevant to the topic of the mineral quartz. However, there is not enough information overall in this brief response to explain the topic. The term “sedimentary rock” indicates some use of resource material, but four brief sentences do not establish a purpose or point of view.

Organization: Does Not Meet StandardThere is no evidence of a beginning, middle, or end. The four sentences could be arranged in almost any order without affecting the writer’s meaning. There are not enough ideas to determine competence in grouping related ideas.

Style: Does Not Meet StandardMost of the word choice is simple with the exception of “sea creatures” and “sedimentary rock mostly calcite.” Listing the colors of limestone does not constitute use of sensory details. There is no awareness of audience.

Conventions: Does Not Meet StandardAlthough there are several correct sentences, this is not enough information to determine competence in forming correct sentences. Most of the components of usage are correct (although there are some missing words), but overall there are not enough correct instances to determine competence in usage. Except for some incorrect commas, mechanics are generally correct, but there is not enough demonstrated to determine competence in any of the components of Conventions.



Ideas: Meets StandardThe writer is consistently focused on the topic of limestone. There is evidence of an awareness of the informational purpose as the writer explains the composition of limestone, the uses of limestone, and the appearance of limestone. The writer attempts to write from the point of view of an authority about limestone rather than from personal experiences. There is enough information to provide a sense of completeness.

Organization: Meets StandardThe paper contains an introduction, body, and conclusion. The introduction is not particularly effective as the writer announces “I have been studying about limestone.” The majority of related ideas are grouped together, but the information about the composition of limestone is split between the first and second paragraphs (the calcite and the shell from sea creatures are related ideas). The pronoun “It” is used as a transition to relate back to the word limestone.

Style: Meets StandardThe paper is a mixture of interesting language and simple language. “I have been studying about limestone” is simple language. “Did you know that Limestone is found on the beach from the shells of sea creatures that died many years ago?” is interesting language.). There is some evidence of use of resources in the use of the terms “sedimentary rocks” and “calcite.”

Conventions: Meets StandardAll of the sentences are correct. Subject verb agreement, noun forms, and pronouns are correct. There are two misspelled words (“stuiding,” “differnt”). Overall, the paper is almost error free, but there is not much variety in any of the three components. Brevity and lack of variety keep this paper in the “meets standard” category.



Ideas: Meets StandardThe writer is consistently focused on the topic of quartz. There is evidence of an awareness of the informational purpose as the writer explains the uses of quartz, the appearance of quartz, and the value of quartz. The writer attempts to write from the point of view of an authority about quartz rather than from personal experiences. There is evidence of the use of source materials in the technical vocabulary (mineral, properties, industry). The writer’s ideas help the reader understand that even though quartz is common, it is also important and valuable. There is enough information to provide a sense of completeness.

Organization: Meets StandardThe paper contains an introduction, body, and conclusion. The introduction is limited to an announcement of the writer’s topic (“The mineral I researched is Quartz.”). Related ideas are grouped together (where quartz is found, uses of quartz, appearance of quartz, value of quartz). The writer uses transition words to link ideas (quartz, it, the mineral).

Style: Meets StandardWord choice is a mixture of interesting language (“ordinary sandpaper,” “clear pink,” “mineral is common,” “valuable,” “properties,” “thousands of years”) and simple language.

Conventions: Meets StandardMost of the sentences are correct, although there are some missing words (“It has been very important mineral.”) which require the reader to “fill in the blanks.” There are a couple of subject-verb agreement errors (“It look,” “Quartz are”). Capitalization is correct but there are some commas missing in series. Two words are misspelled (industy, importan), but these are not common words for third grade writers. Overall, the writer demonstrates competence in sentence formation, usage, and mechanics.



Ideas: Meets StandardThe writer is consistently focused on the topic of kaolin. There is evidence of an awareness of the informational purpose as the writer explains where kaolin is found, the appearance of kaolin, the composition of kaolin, and the uses of kaolin. The writer attempts to write from the point of view of an authority about kaolin rather than from personal experiences. There is enough information to provide a sense of completeness. There is evidence of use of resource material as the writer lists many sites where kaolin can be found and attempts to explain hardness, luster and streak. More information would be needed for the reader to understand the concepts of luster and streak, but the majority of the paper is sufficiently developed.

Organization: Meets StandardThere is an introduction, body, and conclusion, but the conclusion is not as strong as the other parts and seems somewhat abrupt. (If the reader has to turn the page to see if anything is written on the back, the writer has not signaled the reader that the end is near.) Related ideas are grouped together (locations, attributes, uses). Some transitions are used (“Well here are some”).

Style: Meets StandardSome of the word choice is interesting (“very special rock,” “pure white clay,” “decomposed,” “hardness,” “colorless,” “earthly,” luster,” “streak,” “industry,” “glossy paper”). The writer also uses some of the technical language of the field (luster, hardness, streak) and sensory details (colorless, greenish, glossy). Attention to the audience is evident as the writer asks questions of the reader (“Do you like rocks?”) and addresses the reader directly (“Well here are some”).

Conventions: Meets StandardAlthough there are some errors in all of the components of Conventions, they are minor and do not distract the reader from the writer’s meaning. The second sentence in the paper is a sentence fragment, but the majority of sentences are correct. There are some missing articles (the United States, the color, the luster, the streak) and the word “such” belongs in the sentence about rich rocks. Capitalization is effective and varied, though the letter “F” seem to be unnecessarily capitalized. Commas are correct in some series but not in others. “Plactics” is misspelled. The writer displays sufficient competence in Conventions.



Ideas: Meets StandardThe writer is consistently focused on the topic of kaolin. There is evidence of an awareness of the informational purpose as the writer explains where kaolin is found, the appearance of kaolin, the uses of kaolin and the composition of kaolin. There are enough facts and details to explain the topic and purpose to the reader. The writer understands that the reader may not be familiar with the pronunciation of kaolin and explains how to pronounce the word. There is some evidence of use of resource materials as the writer describes kaolin: (“It’s made of tiny, platelike crystals.”).

Organization: Meets StandardThe paper contains an introduction, body, and conclusion, but the introduction is limited to an announcement (“Kaolin is the mineral I’m studying”), and the conclusion is abrupt (“and that’s my story.”). Related ideas (locations, uses, appearance, composition) are generally grouped together, but sometimes related ideas are located in different sections of the paper. Overall, the writer demonstrates competence in this domain.

Style: Meets StandardThe paper is a mixture of interesting language (“claylike mineral,” “weird lookin,” “fiberglass,” “tiny platelike crystals”) and simple language. The writer shows minimal awareness of audience by directly addressing the reader (“This is how you pronounce kaolin”).

Conventions: Meets StandardAlthough the first sentence is a run-on, the majority of sentences are correct and clear. There is not a lot of variety in sentence structure as most of the sentences begin with “It is”. There are few subject-verb agreement mistakes and most nouns and pronouns are formed correctly (except weird-lookin”). Mechanics is generally correct, although “field” and “kaolin” are misspelled and the abbreviations of state names are not appropriate in formal writing. Most commas and apostrophes are used correctly.



(page two)



Ideas: Meets StandardThe writer is consistently focused on the topic of quartz. There is evidence of an awareness of the informational purpose as the writer explains the types of quartz, where it can be found, the appearance of quartz, and the uses of quartz. There are enough facts and details to explain the topic and purpose to the reader, and some of the paper is elaborated with facts and details. There is enough information to provide a sense of completeness. The writer appears to be drawing on personal experiences of examining quartz rather than written source material.

Organization: Meets Standard

The paper contains an introduction, body and conclusion. The introduction is especially effective, but the rest of the paper is not as strong. It is not appropriate for the writer to announce (“Well I’m out of time.”) in the conclusion. Related ideas (appearance, location, uses of quartz) are grouped together. Transitions are used to link ideas.

Style: Exceeds StandardThe writer uses interesting language and sensory details (“kind of shiny in the middle,” “feel sort of bumpy,” “damp,” “prickly,” “egg shaped”) throughout the paper. The introduction is especially strong as the writer creates a vivid scene in which the reader discovers a piece of quartz on a walk through the woods. The writer directly addresses the reader in the body of the paper (“Did you know that quartz can be found in the state of Georgia? They can!”). Although the ending is a little clumsy (“Well I’m out of time.”), overall the writer’s use of language and awareness of audience exceed the standard.

Conventions: Exceeds Standard

Sentences are consistently clear and correct and show a variety of structures. Usage errors are limited to two incorrect verb forms (“Some quartz are,” “feel sort of bumpy”). Noun forms are consistently correct and varied. Personal pronouns are correct. Capitalization and punctuation are correct in a variety of contexts (commas in a series, commas after introductory clauses). Spelling is correct. The writer also manipulates mechanics to make a point by capitalizing all the letters in the word “MANY.”



(page two)



(page three)



Ideas: Exceeds StandardThe writer’s focus is sustained on the topic of quartz. There is evidence of an awareness of the informational purpose as the writer explains how quartz is created in nature, where quartz can be found, the appearance of quartz, and the uses of quartz. Relevant examples and facts are used throughout the paper. The topic is well developed. The use of resources is apparent in the explanation of where quartz comes from and the three types of rocks. The writer’s point of view is personal and the entire paper is framed in a discussion of how anyone who has ever built a sand castle at the beach has seen and touched quartz.

Organization: Exceeds StandardThe organizational pattern is clear and appropriate to the informational purpose. The introduction is strong as the writer tries to engage the reader by creating a puzzle or question to solve together with the writer. The body of the paper is organized with subheadings (where quartz comes from, physical attributes, uses, changes) which help the reader follow the writer’s ideas. Related ideas are grouped into sections. The writer transitions from scientific explanation to personal experiences very smoothly, always reminding the reader that quartz is a common mineral, and by using subheadings for each section of the paper.

Style: Exceeds StandardThe use of interesting language is sustained in the paper as the writer switches between technical vocabulary (Igneous, sedimentary, metamorphic) and personal observations (“Isn’t that cool?”). The writer’s awareness of audience is very strong as the writer tries to create an air of mystery at the beginning of the paper (“I thought I was building a sand castle but I was building a quartz castle.”) that is not solved until the end of the paper. This demonstrates an understanding of craft. The reader’s interest is maintained throughout the paper.

Conventions: Meets StandardSentences are consistently clear and correct. There are few subject-verb agreement mistakes (“rocks comes”). Nouns and pronouns are consistently correct. The majority of the writer’s errors are in spelling (“preasure,” “blake,” “jewly,” “egnormous,” “Ignous,” “Sedmintary”), but many of these words are above grade level. Capitalization and punctuation are generally correct and varied. Errors are minor in all the components and do not distract the reader.



(page two)



Ideas: Exceeds StandardThe writer’s focus is sustained on the topic of quartz. There is evidence of an awareness of the informational purpose as the writer explains the chemical composition of quartz, where quartz can be found, the appearance of quartz, the uses of quartz, and how quartz changes over time. Relevant specific examples and facts are used throughout the paper. The topic is well developed. The use of resources is apparent in the explanation of where quartz comes from and how it changes over time. Although the explanation of carbon dioxide and oxygen is not perfectly clear, the writer’s competence exceeds the standard for grade three.

Organization: Exceeds StandardThe paper has a clear and appropriate organizational pattern. The writer uses the introduction to hook the reader by posing the question (“Did you know that sand is quartz?”). The body of the paper is grouped into sections of related ideas with subheadings. The writer also uses a question/answer format in each paragraph. Transitions are varied and effective.

Style: Exceeds StandardThe use of interesting language is sustained in the paper as the writer switches between technical vocabulary (carbon dioxide, oxygen) and addressing the reader with questions (“Isn’t oxygen found everywhere?”). The writer’s awareness of audience is very strong as the writer tries to create an air of mystery at the beginning of the paper (“Did you know that sand is quartz?”) that is not solved until the end of the paper. This demonstrates an understanding of craft. The reader’s interest is maintained throughout the paper and the writer’s voice is clear throughout the paper (“Next time we go to the beach, I’m not going to say...”).

Conventions: Exceeds Standard

Sentences are consistently clear and correct. The writer correctly uses several functional fragments (“But they have to form oxygen in open space”). Subjects and verbs consistently agree. Nouns, pronouns, and verbs are formed correctly. Capitalization and punctuation are consistently correct. Most of the writer’s errors are in spelling (“silcon,” “oxyen,” “dioxside,hexonal,” “amithyst,” “sappire,” “jewerly”), but these words are above grade level. Overall, the writer demonstrates a high level of competence in all three components of conventions.


Practice Papers

Informational Practice

Papers 1 - 10


Applying the Scoring Rubrics

1. Read through the entire writing sample.

2. Use the scoring rubric to make a tentative decision.

3. Reread the entire writing sample to collect evidence to determine the final score.

4. Assign domain scores for Ideas and Organization.

5. Repeat the process for Style and Conventions domains.


Scoring Cautions1. Do not base the score on the single most noticeable

aspect of a paper.2. Withhold judgment until you have read the entire

response.3. Don’t allow the score you assign in one domain to

influence the scores you assign in the other three domains.

4. Avoid making judgments based on neatness, novelty, or length.

5. Base each scoring decision on the assessment sample the writer has produced, not what you think the student’s potential competence in writing may be.

6. Do not allow your personal opinions to affect the score the writer receives. Whether you agree or disagree with the writer’s ideas should not influence your score.


Score Sheet for Informational Practice Papers

Paper # Ideas Org. Style Conv.

1

2

3

4

5

6

7

8

9

10


InformationalPractice Paper 1


InformationalPracticePaper 2



(page two)



(page three)



(page four)


Informational Practice Paper 5



(page two)



(page three)



(page two)


Informational PracticePaper 8



(page two)



(page three)


InformationalPractice

Paper 10



(page two)


Answer Key for Informational Practice Papers

Paper # Ideas Org. Style Conv.

1 Meets Meets Meets Meets

2 Exceeds Exceeds Exceeds Exceeds

3 Does Not Meet Does Not Meet Meets Meets

4 Meets Does Not Meet Does Not Meet Does Not Meet


6 Meets Does Not Meet Does Not Meet Meets

7 Meets Meets Meets Meets


9 Does Not Meet Does Not Meet Does Not Meet Does Not Meet

10 Meets Does Not Meet Meets Meets

60

Informational Writing Lessons

Informational Writing Lessons 61

Lesson 1: Ice Cube Melting Race

GPS• S3P1 - Investigate how heat is produced and the effects of heating and

cooling• ELA 3W1

Focus of the Lesson• Suggested Time for the Lesson: approximately 3 days• The student will produce a description of the process he followed to melt ice.

Suggested Materials• dry erase board• chart paper and chart stand• writing tools: pens, pencils, colored pencils, highlighters, varied sizes and

colors of paper• overhead projector• other materials: ice, containers, heat sources (sun, heating vent, breath,

light bulb)


Suggested Procedure for Lesson 1

1. The teacher will set the purpose for the activity by brainstorming with students how heat can produced in different ways. The teacher will chart student responses and students will record responses in their science journal.

2. Students will form groups and the teacher will explain:• We will be having an ice cube melting race.• The class will compile a set of rules for how the winner will be determined. The

teacher will make a chart listing the rules.• Each group will formulate a written plan for melting their ice cubes and each

student will record that plan in their journals.• Students will conduct the race. Students will record data in their journals and

graph results. The teacher could furnish a blank graph for students to record the information.

• Each individual will write a description of their group's performance in the race including specific details using the notes from their journals.

• Revision and editing can occur in another session.• A final draft will be produced.


Extended Activity

• Similarity/Difference (Compare/Contrast) ELA 3W1 d:– Students can share data from their experiment and write a

compare/contrast paragraph.

• Chronological Order (Sequence) ELA 3W1 d:– Students will list the steps they followed in the ice cube race.

• Cause/Effect ELA W1 d:– The teacher would pose the questions:

• What happened in the experiment (effect)? • Why did it happen? (cause)


Lesson 2: You are the expert!

GPS• ELA8W2: The student demonstrates competence in a

piece of writing drawn from research.

Focus of lesson• The student will write a research paper with presentation

materials.

Suggested materials• Depending on the topic may include:

– Brochures, books, interview, articles, internet


Suggested Procedures for Lesson 2

Introducing the lesson• We are all expert in something that we can do or something that we know

about. Such as, if you are a diabetic or have a family member who is diabetic, you may have a great deal of knowledge that a non-diabetic person might have. You may be an expert at skateboarding, or playing an instrument. You may have traveled to different places and are an expert on a particular place. You may be an expert on another culture. Perhaps you are someone in your family recently moved to your area. You may have a new baby in your family or even a new pet.

• Think of something that you are an expert at or can become an expert at.• Use a KWL chart to identify your expertise and what you want to learn. • Provide the students with various formats for research.

During the lesson• Look at the information gathered from the KWL and decide on your research

questions. Model a note taking procedure. Locate materials to answer the question and record the information.

• Refer to the Standard elements a-I in assisting students in writing their research paper with presentation materials.

1 grade 3 writing assessment informational writing

Documents

informational writing

uninteresting writing

informational writing3

informational writing4

informational writing5

informational samples

lively writing voice

topic of minerals